Meaningful learning in children’s stage
Learning for a long time was synonymous with behavior change, however, it can be said with certainty that human learning goes beyond a simple change in behavior, in other words, leads to a change in the meaning of experience.
Well in (m. Rodríguez, 2004) considers meaningful learning as a cognitive theory of restructuring, it is a psychological theory that is built from an organicist approach to the individual and that focuses on the learning generated in a school context, since the individual himself generates andBuild your learning.
Significant learning is the central construct of Novak’s education theory (1988, 1998), who considers the influence of emotional experience in the learning process, according to Novak in (M. Rodríguez, 2004, P. 3) "Any educational event is an action to exchange meanings (thinking) and feelings between the student and the teacher", thus becoming a primary axis for the achievement of meaningful learning.
From there Ausubel states that the significant learning of the student depends on the cognitive structure (set of concepts, ideas that the person possesses in a given field of knowledge) that is related to the new information (Arceo & Rojas, 1999)
(Muñoz, 2004) Who cites Ausubel indicates that meaningful learning occurs when the person interacts with his environment and thus builds his personal representations, allowing him to make value judgments to make decisions based on certain reference parameters.
David Ausubel was the creator of the theory already mentioned, it responds to the cognitive conception of learning (Muñoz, 2004) where people interact with their surroundings trying to make sense of the world they perceive, so that this learning occurs it is important that thePerson build your knowledge through concepts and/or experiences that you already know, in this way the new information is integrated into the existing knowledge structure.
Methodology of centers.
The educational centers in the 21st century require a transformation of their pedagogical model or at least retake methodologies that allow them to develop capable, competent, committed people, creative according to the needs of the time, so in this section the Decrolian methodology is resumedof centers. The methodology of centers at the initial level allow children to develop social, cognitive life skills, decroly cited in (Viñao et al., 2013) indicates that learning is “for life and for life” that is why it developed the already described methodology, which focuses on the interests of children in delimited spaces and that work under a central axis or theme, thestudents can rotate for each of them to their free choice, this methodology is guided under the work slogan, where children learn and understand that work is not always individually and that in many situations theActive participation of all (talking metaphorically as if they were a group of gears for an engine to work).
Therefore, the teacher’s role is from a support guide, it is the one who from the interests of the students plans a central theme and develops proposals or learning experiences based on that topic distributing it in different stations (as logical- mathematics,Lecto-writing, art, drama, construction, reading, science, thick motor, water, etc.), all depending on the needs of the group, the teacher is responsible for explaining at the beginning of the week the theme and proposals of each center, as well as the material that students will have at their disposal.
During the development of the centers, the teacher must register in a comparison table, anecdote, daily, all the news that arise among the students in an objective way so that the evaluation is concrete and thus avoid subjectivity (record of emotions orteacher assumptions).
(N. Rodríguez, 2010) summarizes the characteristics of the centers methodology:
- Part of the simple to reach the complex.
- The students relate their previous experiences to the new proposals in each center.
- Students relate their own interests to others of life such as animals, plants, nature, society, cultures, etc.
- The centers allow interaction in small groups (cooperative and collaborative work), as well as the development of values such as solidarity, friendship, respect, tolerance, etc.
- The methodology allows concrete expression (free drawing, manual works, etc.) and abstract expression (mathematical, musical, free text, etc.).
- It allows to deal with a set of content that are grouped according to a central theme.
- Transfer the axis of the pedagogical activity to the child transforming it in the center.
- Is linked to development characteristics (according to age).
- Allow students to make their own decisions (what center visit first).
Science research in childhood.
The accelerated growth of scientific knowledge and mass adoption of innovations both in science and technology during the last century and continues in the present, which has influenced the development of the community both in the way of communicating and thinking.
Knowing and exploring the surrounding environment is part of its nature, likewise the scientific and technological activities for them constitute open, flexible training alternatives, which cover new paths to complement and enrich their educational experiences, in this way the teacherFace a great challenge that is to channel the curiosity of students at a higher level such as lookingSCIENCE WORLD FOR INITIAL EDUCATION.
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